Skip to content


Nese, R. N. T, Nese, J. F. T., McIntosh, K. (2017). Predicting Latency of Reaching Adequate Implementation of School-wide Positive Behavioral Interventions and Supports. Manuscript submitted for publication.

Tindal, G., Nese, J. F. T., Stevens, J. J. (in press). Documenting school effects in a state testing program using transition matrices. Educational Assessment.

Nese, J. F. T., Kamata, A., & Tindal, G. (2017). A two-step sampling weight approach to growth mixture modeling for emergent and developing skills with distributional changes over time. Journal of School Psychology 61, 55-74. doi: 10.1016/j.jsp.2016.12.

Nese, J. F. T., Stevens, J. J., Schulte, A. C., Tindal, G., & Elliott, S. N. (2017). Modeling the time-varying nature of student exceptionality classification on achievement growth. Journal of Special Education, 51, 38-49. doi: 10.1177/0022466916668164

Nese, R. N. T., McIntosh, K., Nese, J. F. T., *Ghemraoui, A., Bloom, J., Johnson, N. W., Phillips, D., Richter, M. F., & Hoselton, R. (2016). Predicting abandonment of school-wide behavior support interventions and supports. Behavioral Disorders, 42, 261-270.

Saèz, L., Nese, J. F. T., Alonzo, J., & Tindal, G. (2016). Individual differences in kindergarten through grade 2 fluency relations. Learning and Individual Differences, 49, 100-109. doi: 10.1016/j.lindif.2016.05.020

Schulte, A. C., Stevens, J. J., Elliott, S. N., Tindal, G., & Nese, J. F. T. (2016). Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test? Journal of Educational Psychology, 108, 925-942. doi: 10.1037/edu0000107